• With a project that involves the use of ICTs in early teacher training, professors at the Department of Education Juan Silva and Paloma Miranda, won the first place in the international contest of the Education Sector Fund, in the "Digital Inclusion” Mode. 

Juan Silva and Paloma Miranda, both professors at the Department of Education, were awarded an international research grant by the Government of Uruguay for a project that involves the use of ICTs in early teacher training.

Professor Silva is Director of the Center for Research and Innovation in Education and ICT (CIIET, in Spanish) of Universidad de Santiago, and professor Miranda is Head of the Primary Education program at this same university.

The contest was organized by the National Agency for Research and Innovation of the National Commission for Innovation, Science and Technology (Conicyt, in Spanish) of Uruguay.

International contest

This was an international call for proposals and 34 projects were presented, but only 12 were selected for funding. The proposal of professors Silva and Miranda won the first place.

The team is made up of the two Chilean professors and Uruguayan and Spanish researchers and experts.

The project was designed to meet the need of developing digital skills, both to teach and to learn using ICTs, during early teacher training, so that future teachers are able to successfully include ICTs in their professional activities.

The development of these skills should be constantly evaluated to make improvements and promote institutional policies in this matter.

Objectives

The objective of the project is to compare the level of performance on digital skills - for teaching and learning- of final-year students at early teacher training programs in higher education institutions in Uruguay and Chile, and generate recommendations to enhance the inclusion of ICTs in this stage of training. The results will be shared with other countries of the region.

Particularly in Latin America, empirical studies on the subject are scarce. There is evidence of public policies for the inclusion of ICTs in early teacher training and examples of good practices, i.e., if policies and their orientations are defined, and what the institutions are doing in this regard.

Besides, there are proposals for models and standards and studies on how students perceive the inclusion of ICTs in early teacher training, considering the technology available, the use of technologies by students and teachers, among others.

However, in spite of the above, there is not any study that reports on the level of performance on digital skills of students at teacher training programs. 

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The project involves the use of ICTs in early teacher training

Translated by Marcela Contreras